Pedagogical partnership between school and family: features of parental involvement in the educational process

Abstract

The article examines the pedagogical partnership of school and family in the context of involving parents in the educational process as a basis for creating a trusting environment that contributes to the harmonious development of the child's personality and improving the quality of education. The concept of partnership pedagogy and its place in the Concept of the «New Ukrainian School» are highlighted. The main requirements and rules for organizing a partnership between school and family are established, which are formed by building democratic communication. The principles of pedagogical partnership and the model of six types of parental involvement according to J. Epstein (parenthood, communication, voluntary work, homeschooling, decision-making and cooperation with the community) are outlined, which became the basis for building a partnership between school, family and community. The directions of the class teacher’s activity in interaction with parents, the principles of organizing cooperation (natural and cultural correspondence, subject-subject interaction, motivation, orientation on the experience of parents, creativity, systematicity, reflexivity and effectiveness) and the factors that ensure its effectiveness are analyzed. The system of modern forms of communication, flexible formats of involving parents in the educational process is highlighted, in particular, the role and place of digital tools as a means of communication between the school and the family are clarified, the importance of recognizing parents as a resource force in the educational process is indicated. It was concluded that the issue of pedagogical partnership between school and family requires further comprehensive study, in particular in terms of analyzing the effectiveness of traditional and innovative approaches used by general secondary education institutions.